Purposes of the Study 1. To study the administrative behavior of the administrators for student affair in the public and private higher educational institutes in Bangkok Metropolis. 2. To compare the opinions of the administrators for student affair, instructors and students about the administrative behavior of the administrators for student affair in the higher educational institutes in Bangkok Metropolis. 3. To compare the opinions about the administrative behavior of the administrators for student affair between those of public and private institutes in Bangkok Metropolis. 4. To compare the administrative behavior of the administrators for student affair between those of real and ideal. Methods and Procedures Survey method was used in this research. The subjects involved in this research were administrators for student affair, instructors and students who involved in student activities in 21 higher educational institutes in Bangkok. 973 questionnaires were sent to respondents and 678 or 69.68 percent were completed and returned. The instrument used was three questionnaires. Each one had two parts. Personal information were asked in the first, second, were adapted from Halpin’s Leader Behavior Description Questionnaire (LBDQ) to measure the leadership behavior of the administrators for student affair in higher educational institutes. The reliability of the questionnaire was .86. The Statistical treatment included percentage, mean, standard deviation and t-test. Major Findings 1. The real the administrative behavior of the administrators for student affair in higher educational institutes in Bangkok Metropolis pertaining to the Initiating Structure, Consideration, and both aspects were average. They were also no significant difference between the two aspects. 2. According to the comparison of opinions about the real administrative behavior of the administrators for student affair between the administrators and instructors, between the administrators and students, and between the instructors and students; it was found that they were significantly different at .01 level. The administrators’ rating were higher than those of the instructors, and the instructors’ rating were higher than those of the students. According to the comparison of opinions about the ideal administrative behavior of the administrators for student affair between the administrators and instructors. They were not significantly different at .01 level. Regarding to the comparison of opinions about the ideal administrative behavior of the administrators for student affair between the administrators and students, between instructors and students; it was found that they were significantly different at .01 level. The administrators’ rating were higher than those of the students, and the instructors’ rating were higher that those of the students. 3. According to the comparison of opinions about the real administrative behavior of the administrators for student affair between those of public and private institutes in Bangkok Metropolis. It was found that they were not significantly different at .01 level. Regarding to the comparisons of the opinions about the ideal administrative behavior of administrators for student affair between those of public and private institutes, it was found that they were not significantly different at .02 level pertaining to the Initiating Structure and Consideration. But they were significantly different at .02 level pertaining to both aspects. The administrators, instructors and students in public institutes’ rating were higher than those in private institutes. 4. According to the comparison of the real and ideal administrative behavior of the administrators for student affair in higher educational institutes in Bangkok Metropolis. They were significantly different at .01 level. The ideal administrative behavior was higher than the real one. 5. According to the items analysis of the real administrative behavior of the administrators for student affair in higher educational institutes in Bangkok Metropolis. They were found to be average in every item. Regarding to the ideal one, there were 25 items in high rating, 4 items in average, and 1 item in low rating. Out of the twenty-five high rating items, there were 15 items in Consideration aspect, and 10 items in Initiating Structure aspect. For those of average and low rating, they were all in the Initiating Structure aspect.